A SURVEY ON THE USE OF DIGITAL RESOURCES IN LOWER SECONDARY CHINESE LANGUAGE TEACHING FROM THE PERSPECTIVE OF MULTIPLE INTELLIGENCES THEORY
Main Article Content
Abstract
With the ongoing digital transformation in education, digital resources are increasingly applied in lower secondary Chinese language teaching, yet their use still lacks systematic pedagogical guidance. Based on a survey of Chinese teachers in Ho Chi Minh City, this study examines the effectiveness of digital resources through the lens of Multiple Intelligences (MI) theory. Findings reveal that digital tools are effective in supporting linguistic, spatial, musical, and bodily-kinesthetic intelligences, but show clear limitations in supporting logical-mathematical, intrapersonal, interpersonal, and naturalist intelligences. These gaps suggest the urgent need for instructional design that leverages Multiple Intelligences theory to create digital resources that are personalized, interactive, and feedback-oriented. Such resources can better accommodate diverse learning styles, promote student engagement, and enhance the overall effectiveness and sustainability of Chinese language teaching at the lower secondary level.
Keywords
Digital resources, multiple intelligences, Chinese language teaching, lower secondary
Article Details
References
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